{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1293"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1293","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools","abstract":"The current literature on strength-based assessment in the field of school psychology is limited. Although arguments have been made for its use, research on the applicability of strength-based data in schools is needed. The present study chose to focus on the perceived acceptability and utility of strength-based data by teachers. Data was collected from general and special education teachers in both urban and suburban school districts in western Pennsylvania through the use of surveys and focus group interviews. Quantitative analyses revealed that teachers, regardless of their individual characteristics, found strength-based data acceptable for potential use in the classroom practices. Qualitative findings provided further insight around the integration and potential barriers of strength-based data into the school setting. The present study contributes and expands the current literature by examining teachers' perspectives of this data. A mixed methods approach was utilized, which also provides a unique contribution to the literature in the field.","abstract_html":"The current literature on strength-based assessment in the field of school psychology is limited. Although arguments have been made for its use, research on the applicability of strength-based data in schools is needed. The present study chose to focus on the perceived acceptability and utility of strength-based data by teachers. Data was collected from general and special education teachers in both urban and suburban school districts in western Pennsylvania through the use of surveys and focus group interviews. Quantitative analyses revealed that teachers, regardless of their individual characteristics, found strength-based data acceptable for potential use in the classroom practices. Qualitative findings provided further insight around the integration and potential barriers of strength-based data into the school setting. The present study contributes and expands the current literature by examining teachers' perspectives of this data. A mixed methods approach was utilized, which also provides a unique contribution to the literature in the field.","abstract_has_math":false,"creators":["Bantum, Kaleigh"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":["Kara E McGoey","Scott L Graves","Temple S Lovelace"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:20Z","subjects":["Assessment","School Psychologists","Strength-based","Teachers"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/289","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kara E McGoey","Scott L Graves","Temple S Lovelace"]},{"key":"dc:creator","label":"Author","values":["Bantum, Kaleigh"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assessment","School Psychologists","Strength-based","Teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/289"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The current literature on strength-based assessment in the field of school psychology is limited. Although arguments have been made for its use, research on the applicability of strength-based data in schools is needed. The present study chose to focus on the perceived acceptability and utility of strength-based data by teachers. Data was collected from general and special education teachers in both urban and suburban school districts in western Pennsylvania through the use of surveys and focus group interviews. Quantitative analyses revealed that teachers, regardless of their individual characteristics, found strength-based data acceptable for potential use in the classroom practices. Qualitative findings provided further insight around the integration and potential barriers of strength-based data into the school setting. The present study contributes and expands the current literature by examining teachers' perspectives of this data. A mixed methods approach was utilized, which also provides a unique contribution to the literature in the field."]},{"key":"dc:title","label":"Title","values":["An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools"]}]}],"canonical_facts":{"dc:contributor":["Kara E McGoey","Scott L Graves","Temple S Lovelace"],"dc:creator":["Bantum, Kaleigh"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The current literature on strength-based assessment in the field of school psychology is limited. Although arguments have been made for its use, research on the applicability of strength-based data in schools is needed. The present study chose to focus on the perceived acceptability and utility of strength-based data by teachers. Data was collected from general and special education teachers in both urban and suburban school districts in western Pennsylvania through the use of surveys and focus group interviews. Quantitative analyses revealed that teachers, regardless of their individual characteristics, found strength-based data acceptable for potential use in the classroom practices. Qualitative findings provided further insight around the integration and potential barriers of strength-based data into the school setting. The present study contributes and expands the current literature by examining teachers' perspectives of this data. A mixed methods approach was utilized, which also provides a unique contribution to the literature in the field."],"dc:identifier":["https://dsc.duq.edu/etd/289"],"dc:language":["English"],"dc:subject":["Assessment","School Psychologists","Strength-based","Teachers"],"dc:title":["An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:09:20Z"}